Technology Integration for Meaningful Classroom Use Daily Lesson GAME Plan
Lesson Title: True Life: I’m a Muckraker
Unit: The Progressive Era
Grade Level: 11th Grade
Class: US History & Government
GOALS New YorkState Learning Standards for Social Studies: -Research and analyze the major themes and developments in New YorkState and United States history (1.3b) -Present materials about the important social, political, economic, scientific, technological, and cultural developments, issues, and events from New YorkState and United States history (1.3c) -consider different historians’ analyses of the same event or development in United States history to understand how different viewpoints and/or frames of reference influence historical interpretations (1.4b) ISTE NETS-S
Creativity & Innovation
Critical Thinking, Problem-Solving, & Decision Making
Communication & Collaboration
Digital Citizenship
Research & Information Fluency
Technology Operations & Concepts
Instructional Objectives: Students will collaborate with their groups to create a documentary style video project from the perspective of the group they have portrayed throughout the Unit.Students will write, direct, film, and edit their video project.Students will view the videos and have a chance to have a hand in grading them. ACTION Before-Class Preparation: Prior to this lesson, we will complete the lesson Lets Get Progressive in which students will work in groups to create informational pamphlets on the social, economical, and political problems faced during the Progressive Era and how those problems were dealt with.Students will also relate those problems to issues we currently see in the United States today.In a second lesson, students will set up a Wiki site in which students will be creating a page for their information with the other period of US History. During Class
Time
Instructional Activities
Materials & Resources
(Days 1-3)
Students will review the information about the Progressive Era from the previous lessons.In their groups, students will read over the requirements for the video project and will collaborate with their group members on creating a storyboard for their project.The story board will be turned in on the third day to be approved by me.Students can use their pamphlets, Wikis, notes, textbooks, or any other resources in Library that are available to create their story boards.Story boards can be created by hand or on the computer.
Student created pamphlets and wikis from previous lessons LibraryMediaCenter Video Project Sheet
(Day 4) Whole Class
Students will receive their storyboards back and make any necessary revisions.If they are all set, they will need to plan when, where, and how they will be recording their videos.Students may begin recording their video after school today.
Revised Story Boards
(Day 5) Whole Class
Students will view 2-3 projects from previous years to see what methods they used.Students should focus on the filming and editing; they will be told not attempt to change their storyboards to match their content just to view the filming/editing styles.
Projects from previous years
(Days 6-8) Whole Class
Students will bring in their completed filming and dump the video into the computers in the lab.Over t he course of 3 days, students will edit and finalize their videos.Students will be asked to add transitions, music, or anything else that is applicable.Students will be required to create a copy without recording mistakes. ELL students will be allowed to film in all Spanish as long as subtitles are added to the video during the editing process.The ESL teacher and the students themselves will work on creating subtitles for the videos.
LibraryMediaCenter Microsoft Movie Maker Video Editing Software
(Day 9) Whole Class
Students will view their classmates’ videos.Using a teacher created rubric, students will grade each others videos based (4) areas: historical accuracy, creativity, video filming/editing, and overall presentation. Grades will be based on 50% of the grade given by me and 50% of the average grades turned in by student rubrics.
Student Projects Teacher Created Rubric
(Day 10)
Students will view the videos from the other section of US History.Using a teacher created rubric, students will grade each others videos based (4) areas: historical accuracy, creativity, video filming/editing, and overall presentation. Grades will be based on 50% of the grade given by me and 50% of the average grades turned in by student rubrics.
Student Projects Teacher Created Rubric
Notes: Students will work in the same groups from the previous lesson.Students in period 6 and 9 will view each other’s videos on the final two days of the project.ELL students will be allowed to film in their native languages as long as they create subtitles in their video. MONITOR Ongoing Assessment(s):This project along with the Wiki and Pamphlets will all be counted as project grades (single test grades).Students will be taking a multiple choice (NYS Regents questions) and Reform Movement Document Based Question Essay. Accommodations & Extensions:ELL students will be allowed to film in their native languages as long as they create subtitles in their video. Backup Plan:If students have difficulty finding video equipment I will block off time after school in which they can use the school’s equipment to film their videos.Specific roles and an agreeable time to film need to be established for each group if the assignment is to be completed outside of the class. If the Library is unavailable, we can use the computer lab. EVALUATE & EXTEND Lesson Reflections & Notes:As a class, we will view and grade all of the projects together as a class.This will be a form of entertainment as well as a form of review for the students before their unit test.
Week 5: Problem Based Learning Lesson -
Week 6: Online Collaboration Lesson -
Week 7: Digital Storytelling Lesson -
Week 7: Progressive Era Video Project Student Handout
Technology Integration for Meaningful Classroom Use
Daily Lesson GAME Plan
GOALS
New York State Learning Standards for Social Studies:
- Research and analyze the major themes and developments in New York State and United States history (1.3b)
- Present materials about the important social, political, economic, scientific, technological, and cultural developments, issues, and events from New York State and United States history (1.3c)
- consider different historians’ analyses of the same event or development in United States history to understand how different viewpoints and/or frames of reference influence historical interpretations (1.4b)
ISTE NETS-S
Instructional Objectives:
Students will collaborate with their groups to create a documentary style video project from the perspective of the group they have portrayed throughout the Unit. Students will write, direct, film, and edit their video project. Students will view the videos and have a chance to have a hand in grading them.
ACTION
Before-Class Preparation:
Prior to this lesson, we will complete the lesson Lets Get Progressive in which students will work in groups to create informational pamphlets on the social, economical, and political problems faced during the Progressive Era and how those problems were dealt with. Students will also relate those problems to issues we currently see in the United States today. In a second lesson, students will set up a Wiki site in which students will be creating a page for their information with the other period of US History.
During Class
1-3)
Library Media Center
Video Project Sheet
Whole Class
Whole Class
Whole Class
ELL students will be allowed to film in all Spanish as long as subtitles are added to the video during the editing process. The ESL teacher and the students themselves will work on creating subtitles for the videos.
Microsoft Movie Maker Video Editing Software
Whole Class
Grades will be based on 50% of the grade given by me and 50% of the average grades turned in by student rubrics.
Teacher Created Rubric
Grades will be based on 50% of the grade given by me and 50% of the average grades turned in by student rubrics.
Teacher Created Rubric
MONITOR
Ongoing Assessment(s): This project along with the Wiki and Pamphlets will all be counted as project grades (single test grades). Students will be taking a multiple choice (NYS Regents questions) and Reform Movement Document Based Question Essay.
Accommodations & Extensions: ELL students will be allowed to film in their native languages as long as they create subtitles in their video.
Backup Plan: If students have difficulty finding video equipment I will block off time after school in which they can use the school’s equipment to film their videos. Specific roles and an agreeable time to film need to be established for each group if the assignment is to be completed outside of the class.
If the Library is unavailable, we can use the computer lab.
EVALUATE & EXTEND
Lesson Reflections & Notes: As a class, we will view and grade all of the projects together as a class. This will be a form of entertainment as well as a form of review for the students before their unit test.